Note: There are several slides with comments. Make sure you view all the slides until you get to the ending slide.
Annotated Bibliography
m-Learning in Distance Education
Research Summary
There are many pilot programs involving mobile learning or “m-learning” being implemented throughout the world. Based on the research below, several conclusions can be made. First of all, m-learning can be defined as gaining knowledge through a mobile device that can be held in your hand or in a pocket. These devices, such as a mobile phone, PDA or iPod are devices that are carried at all times. Therefore, laptops and tablet PCs are not included in the realm of m-learning. While programs are just being developed and implemented on a small scale, it is believed that m-learning can add to the overall educational experience. It is an easy, efficient, and cost-effective way of increasing communication between students, instructors, and institutions. M-Learning could quite possibly be the answer of closing the divide that exists between distance education students and their instructors and other students. Because mobile devices allow for access anytime, anywhere, students have more freedom in their overall learning experience.
It must be stated that there are downfalls with the mobile devices themselves. Mobile devices, such as PDAs or mobile phones are not designed for educational purposes. Therefore, there are issues when using them for such purposes. For example, screen size can be a problem, especially for older users. Memory capacity, although it is improving, may be an issue when trying to download and save large amounts of course material. The lack of keyboard can also be an issue. However, many devices now offer a keyboard attachment for this purpose. While there are usability issues with the devices, especially in the educational setting, new devices are constantly being released with many of these issues being resolved. Some devices now have projection capability, so small screen size is no longer a problem. Memory capacity has been improving consistently. Many devices come with a build in keyboard for easier types and messaging. Therefore, it is quite possible the proper device will be available when m-learning is mainstreamed.
This article discusses the issues involving the nomadic populations in Nigeria. This population consists of more than 10 millions people in Nigeria, most of which are illiterate. The government has tried implement several programs to help the literacy rates among the nomadic people, but all of them have failed. The nomadic lifestyle does not allow for learning in a traditional school. There have been programs implemented using radios and television. Unfortunately, this type of learning is not interactive. The authors propose m-learning as a solution to the nomadic illiteracy problem. Learning through mobile devices would allow the nomadic people to continue with their normal lifestyle, while still getting an education, anytime, anywhere. The main issue is government buy-in to help supply the nomadic people with mobile devices. There will also have to be infrastructure development to support mobile networking.
This research study explores the attitudes of 186 university students in Saudi Arabia. A qualitative study was done using an eight question survey. The results of the survey show that the majority of students thought m-learning will increase communication between students and instructors. While there are cost concerns, especially when using PDAs, the majority of students liked the idea of being able to access information anytime and anywhere.
The author discusses the growth in the development of mobile computing devices and well as mobile networking capabilities. He distinguishes the difference between computing devices and mobile computing devices, stating that mobile devices can fit in a pocket or a hand, and are often taken everywhere. While laptops can be considered wireless and therefore mobile, they do not fit into his definition because they cannot fit into a pocket. He places the devices into three categories: PDA, cellular phones, and mp3 players. Many devices are crossing over however, with multiple capabilities. For example, many cell phones also have mp3 players built in. He also discusses networking capabilities, such as Wi-Fi for PDA’s and Bluetooth. Ironically, 3G and 4G networks were not discussed, probably because of this being a more recent development, before his study was completed. Instructors and instructional designers need to understand the devices that the students are using and their capabilities before they design instruction using these devices.
This article discusses some advantages and well as disadvantages of using m-learning for online course delivery. The author states that instructional systems should be based on Universal Instructional Design Principles, which are very similar to the Universal Design for Learning. While there may be some disadvantages for mobile phone delivery, there is great potential for m-learning to deliver instruction to many different populations. Those that can’t afford a computer and internet could still earn an education using their mobile phone. Much more research needs to be done to ensure that this type of delivery meets the needs of all learners.
This study examines the possibility of using mobile devices to increase student retention rates in undergraduate programs in India. Two major factors for dropping out of college are: lack of interaction with peers and instructors and lack of time due to family and job responsibilities. Certain technologies, such as internet and email are not used as much in India because of the lack of infrastructure and high costs. Therefore, other communication alternatives need to be developed to help communicate with the students. This study utilized SMS to see if mobile phones could possibly impact student retention by increasing interactions and communication between students and the university. Almost all of the participants responded positively about receiving course information (such as lab dates and times, counseling sessions, and test dates and times) through SMS. This was not the same for receiving lecture notes and video lectures however. Due to the high cost of PDAs and minimal infrastructure, the use of PDAs is not as ubiquitous as mobile phones. Based on this study, mobile phones could possibly be an answer on fixing the disconnect that some students feel in an undergraduate program in India.
This is a research study that examined the reactions of master of education students to the use of mobile devices in a distance education program. The study used a sample of volunteers, totally in 16 people. The average age was between 45 and 55. The study used a pre and post survey to measure the students overall reactions to m-learning. While age may be a large indicator for the results, the majority did not believe mobile phone access would increase their interaction with the course itself. They felt the use of Moodle was their primary mode of accessing and interacting with course material. Many felt that receiving SMS messages was almost invasive, responding that the responsible student will access Moodle, without the need of Moodle contacting them.
This article examines the research that has been done up to this point to see what we can understand about the usability of mobile devices, and how this can be applied to using such devices in distance education. Most of the studies that have been done do not relate directly to education. Instead, the studies focus on the ease of use of mobile phones and PDAs. The main conclusion regarding using mobile devices in distance education is that PDAs and cell phones were not designed to be used for educational purposes. Therefore, there are some usability issues, related to screen size and software. Because it is never known how products will used, the design of the products is always evolving, accommodating the different needs and uses.
The purpose of this study was to investigate the current issues involving mobile learning and how to address the issues to help mobile learning in the future. The study utilized the expertise of many professionals in the distance education field. Through a serious of questions and rating system, the panel identified important factors that needed to be researched in order to better understand the concept of mobile learning. Experts believe the following areas must be researched to for the future in relation to mobile learning: the new roles of instructional designers and programmers, a multicultural curriculum, and global patterns influenced by mobile learning, and cultural biases and stereotypes.
This article discusses one of the largest study completed thus far researching mobile phone use at a university in Malaysia. The study included 13,200 learners at Open University Malaysia. The study used SMS to communicate to students in five dimensions: administrative support, academic support, learner motivation, self-management, and learning activities. The study showed a large acceptance of the use of SMS, many students wanting the service for their other courses as well. The big issue is whether it is worth the cost. As the authors stated, some things cannot be measure through monetary measures. Helping a student feel more connected is perhaps “priceless”.
This study is an observation of students in a college lecture course, with a portion using mobile phones to access course information for studying and a portion using normal textbook means and notes to study. The students in the study chose their mode, which may have created a bias in the study. The results show that students with access to course information via mobile phones actually scored higher on the course exams. Perhaps the ones that volunteered to use the mobile phones were more likely to study harder than the other control group. Regardless, it can be said that the use of mobile phones to study course content is as efficient as the traditional modes. Students remarked on their ability to access information anytime, anywhere, which is a great advantage. There were, however, some issues with the hardware and software, which caused some complaints among the experimental group.
This article discusses the potential for Asia to be the leader in m-learning. While there have been many issues with e-learning in Asia, because of the lack of infrastructure and quality online courses, there is promise with mobile learning. In Asia, all cellular devices are connected to one digital mobile network (Global System for Mobile Communications or GSM). This allows uses to download videos from pay services, which is much more efficient than the 3G system of the United States. Where only 2% of the Asian population has internet access, nearly 95% have mobile devices, making the implementation of m-learning more feasible and promising.
To help instructional designers and teachers successfully incorporate mobile phones into their teaching, there needs to be a pedagogical framework. Park proposes a framework that includes four categories, based on Moore’s Transactional Distance Theory. The four categories of mobile interaction are:
Type 1: High transactional distance & Socialized Mobile Learning Activity
Type 2: High transactional distance & Individualized Mobile Learning Activity
Type 3: Low transactional distance & Socialized Mobile Learning Activity
Type 4: Low transactional distance & Individualized Mobile Learning Activity
Park gives several examples for each type to help clarify the differences between the types.
This research article interviewed several businesses, developers, and education systems in Australia to see if mobile devices were actually being used the way they were said to be being used. According to the study, PDAs and other handheld technology is being using in the business world to increase ease of communication. Mobile devices are widely used for business purposes, increasing connectedness and productivity. Education entities seem to be a bit further behind in using mobile devices for educational purposes. While some teachers and instructors are already using mobile devices, it is not as wide spread. According to the study, this may be because teachers are more reluctant to use or learn how to use these devices for instructional purposes.
This research study included three projects, two of which were implemented and analyzed prior to the paper. The final project was still being implemented at the time of publishing. This study took place at NKI, which is a distance education university that has an enrollment of nearly 10,000 students annually. Considering the volume of the students and their motto of “an education that facilitates individual freedom within a learning community” mobile learning seemed like an important consideration for the institution. Through the projects, the researchers discovered it was not feasible or affordable to develop a course that was completely accessible through a mobile device. Instead, courses should be designed assuming the students will access the course through both a mobile device and a computer.
This article establishes an instructional design model for m-learning. The model focuses on sending multimedia messages, searching for web information, interacting with peers via text, voice, picture, and video, producing digital story telling products with mobile phones, and applying what they have learned in online educational gaming. There has been little research done using this model to see if it is effective. Research needs to be done to see if this model increases student motivation, learning, and engagement.
The name of this article is somewhat deceiving. The majority of this study involves using a SRS involving iPods or iPhones in a large, lecture type courses (not e-learning like the title implies) at HiST, a university in Norway. While SRS systems have been used in lecture course before, the cost of the handheld devices often creates issues. Therefore, this study investigates a SRS system that utilizes iPods and iPhones, of which, most of the students have already, reducing the cost. The study received positive feedback from students, stating that the SRS system motivated students to attend and participate in lectures more often. This system was also tested in courses that utilized one-way video conferencing delivery. The SRS system allowed the students at the receiving end of the conferencing to ask questions, in real-time, to the lecturer on the other end. Perhaps this experience was the e-learning part of the title.
Traxler seeks to define m-learning based on the learner’s experiences, not on the device used to learn. He states that learning with mobile devices allows the learner to access information “just in time, just enough, just for me”. Learners are using devices that they carry habitually to access information at the time the information is needed. This can be considered m-learning. He also discusses how mobile devices could open opportunities for personal, situated, and authentic learning. However, little research has been done evaluating the outcomes of m-learning. Evaluating these outcomes comes with challenges involving epistemology and ethics.
This article synthesizes 6 research studies in developing countries to determine if mobile devices could be used to educate those without the means of accessing a traditional education. The studies are examined to see if learning using mobile phones is the same, if not better, than learning in a traditional classroom setting. Results indicate that this may be a successful alternative to traditional education, especially for those that cannot get access to a traditional education. While there is still issues with the hardware and software of the devices, the studies help to provide useful information towards what needs to be improved with the devices to further advance the concept of m-learning.
This was a study completed in Pakistan, investigating the attitudes and preferences of students regarding mobile learning. Like many of the other studies, this used a survey or questionnaire with a five-point Likert scale. The results showed positive responses regarding the use of mobile phones in distance education classes. Students agreed that mobile devices provided new learning opportunities in distance education courses, offered a more flexible learning environment, and enjoyed receiving quicker feedback on projects. Overall, students felt that mobile devices increased communication and feedback.
This research study surveyed several faculty members at several institutions throughout the world (the majority from Africa, Canada, Great Britain, and Germany). Based on the responses, it can be concluded that currently the use of mobile devices in higher education programs is fairly low. But, the majority (all but one), believe that mobile technologies will the next technology to penetrate the higher education system. The majority believed the new technologies may impact how students learn, however learning theory will remain relatively the same. In order for mobile learning to go mainstream, there needs to be an acceptance among institutions, faculty, and students that mobile learning can impact learning. It is believed that mobile learning can impact communication between all parties involved in the learning process.
EDET 755
Chapter 10 Narration
Chapter 13 Narration
Note: There are several slides with comments. Make sure you view all the slides until you get to the ending slide.
Annotated Bibliography
m-Learning in Distance Education
Research Summary
There are many pilot programs involving mobile learning or “m-learning” being implemented throughout the world. Based on the research below, several conclusions can be made. First of all, m-learning can be defined as gaining knowledge through a mobile device that can be held in your hand or in a pocket. These devices, such as a mobile phone, PDA or iPod are devices that are carried at all times. Therefore, laptops and tablet PCs are not included in the realm of m-learning. While programs are just being developed and implemented on a small scale, it is believed that m-learning can add to the overall educational experience. It is an easy, efficient, and cost-effective way of increasing communication between students, instructors, and institutions. M-Learning could quite possibly be the answer of closing the divide that exists between distance education students and their instructors and other students. Because mobile devices allow for access anytime, anywhere, students have more freedom in their overall learning experience.
It must be stated that there are downfalls with the mobile devices themselves. Mobile devices, such as PDAs or mobile phones are not designed for educational purposes. Therefore, there are issues when using them for such purposes. For example, screen size can be a problem, especially for older users. Memory capacity, although it is improving, may be an issue when trying to download and save large amounts of course material. The lack of keyboard can also be an issue. However, many devices now offer a keyboard attachment for this purpose. While there are usability issues with the devices, especially in the educational setting, new devices are constantly being released with many of these issues being resolved. Some devices now have projection capability, so small screen size is no longer a problem. Memory capacity has been improving consistently. Many devices come with a build in keyboard for easier types and messaging. Therefore, it is quite possible the proper device will be available when m-learning is mainstreamed.
Annotated Bibliography
1. Aderinoye, R., Ojokheta, K., Olojede, A. (2007). Integrating Mobile Learning into Nomadic Education Programmes in Nigeria: Issues and Perspectives. International Review of Research in Open and Distance Learning, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ800957.
This article discusses the issues involving the nomadic populations in Nigeria. This population consists of more than 10 millions people in Nigeria, most of which are illiterate. The government has tried implement several programs to help the literacy rates among the nomadic people, but all of them have failed. The nomadic lifestyle does not allow for learning in a traditional school. There have been programs implemented using radios and television. Unfortunately, this type of learning is not interactive. The authors propose m-learning as a solution to the nomadic illiteracy problem. Learning through mobile devices would allow the nomadic people to continue with their normal lifestyle, while still getting an education, anytime, anywhere. The main issue is government buy-in to help supply the nomadic people with mobile devices. There will also have to be infrastructure development to support mobile networking.
2. Al-Fahad, F. (2009). Students' Attitudes and Perceptions towards the Effectiveness of Mobile Learning in King Saud University, Saudi Arabia. Turkish Online Journal of Educational Technology, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED505940.
This research study explores the attitudes of 186 university students in Saudi Arabia. A qualitative study was done using an eight question survey. The results of the survey show that the majority of students thought m-learning will increase communication between students and instructors. While there are cost concerns, especially when using PDAs, the majority of students liked the idea of being able to access information anytime and anywhere.
3. Caudill, J. (2007). The Growth of m-Learning and the Growth of Mobile Computing: Parallel Developments. International Review of Research in Open and Distance Learning, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ800950.
The author discusses the growth in the development of mobile computing devices and well as mobile networking capabilities. He distinguishes the difference between computing devices and mobile computing devices, stating that mobile devices can fit in a pocket or a hand, and are often taken everywhere. While laptops can be considered wireless and therefore mobile, they do not fit into his definition because they cannot fit into a pocket. He places the devices into three categories: PDA, cellular phones, and mp3 players. Many devices are crossing over however, with multiple capabilities. For example, many cell phones also have mp3 players built in. He also discusses networking capabilities, such as Wi-Fi for PDA’s and Bluetooth. Ironically, 3G and 4G networks were not discussed, probably because of this being a more recent development, before his study was completed. Instructors and instructional designers need to understand the devices that the students are using and their capabilities before they design instruction using these devices.
4. Elias, T. (2011). Universal Instructional Design Principles for Mobile Learning. International Review of Research in Open and Distance Learning, 12. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ920738.
This article discusses some advantages and well as disadvantages of using m-learning for online course delivery. The author states that instructional systems should be based on Universal Instructional Design Principles, which are very similar to the Universal Design for Learning. While there may be some disadvantages for mobile phone delivery, there is great potential for m-learning to deliver instruction to many different populations. Those that can’t afford a computer and internet could still earn an education using their mobile phone. Much more research needs to be done to ensure that this type of delivery meets the needs of all learners.
5. Fozdar, B., Kumar, L. (2007). Mobile Learning and Student Retention. International Review of Research in Open and Distance Learning, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ800952.
This study examines the possibility of using mobile devices to increase student retention rates in undergraduate programs in India. Two major factors for dropping out of college are: lack of interaction with peers and instructors and lack of time due to family and job responsibilities. Certain technologies, such as internet and email are not used as much in India because of the lack of infrastructure and high costs. Therefore, other communication alternatives need to be developed to help communicate with the students. This study utilized SMS to see if mobile phones could possibly impact student retention by increasing interactions and communication between students and the university. Almost all of the participants responded positively about receiving course information (such as lab dates and times, counseling sessions, and test dates and times) through SMS. This was not the same for receiving lecture notes and video lectures however. Due to the high cost of PDAs and minimal infrastructure, the use of PDAs is not as ubiquitous as mobile phones. Based on this study, mobile phones could possibly be an answer on fixing the disconnect that some students feel in an undergraduate program in India.
6. Koole, M., McQuilkin, J., Ally, M. (2010). Mobile Learning in Distance Education: Utility or Futility? Journal of Distance Education, 24. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ892387.
This is a research study that examined the reactions of master of education students to the use of mobile devices in a distance education program. The study used a sample of volunteers, totally in 16 people. The average age was between 45 and 55. The study used a pre and post survey to measure the students overall reactions to m-learning. While age may be a large indicator for the results, the majority did not believe mobile phone access would increase their interaction with the course itself. They felt the use of Moodle was their primary mode of accessing and interacting with course material. Many felt that receiving SMS messages was almost invasive, responding that the responsible student will access Moodle, without the need of Moodle contacting them.
7. Kukulska-Hulme, A. (2007). Mobile Usability in Educational Contexts: What Have We Learnt? International Review of Research in Open and Distance Learning, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ800944.
This article examines the research that has been done up to this point to see what we can understand about the usability of mobile devices, and how this can be applied to using such devices in distance education. Most of the studies that have been done do not relate directly to education. Instead, the studies focus on the ease of use of mobile phones and PDAs. The main conclusion regarding using mobile devices in distance education is that PDAs and cell phones were not designed to be used for educational purposes. Therefore, there are some usability issues, related to screen size and software. Because it is never known how products will used, the design of the products is always evolving, accommodating the different needs and uses.
8. Kurubacak, G. (2007). Identifying Research Priorities and Needs in Mobile Learning Technologies for Distance Education: A Delphi Study. International Journal of Teaching and Learning in Higher Education, 19. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ901295.
The purpose of this study was to investigate the current issues involving mobile learning and how to address the issues to help mobile learning in the future. The study utilized the expertise of many professionals in the distance education field. Through a serious of questions and rating system, the panel identified important factors that needed to be researched in order to better understand the concept of mobile learning. Experts believe the following areas must be researched to for the future in relation to mobile learning: the new roles of instructional designers and programmers, a multicultural curriculum, and global patterns influenced by mobile learning, and cultural biases and stereotypes.
9. Lim, T., Fadzil, M., Mansor, N. (2011). Mobile Learning via SMS at Open University Malaysia: Equitable, Effective, and Sustainable. International Review of Research in Open and Distance Learning, 12. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ920737.
This article discusses one of the largest study completed thus far researching mobile phone use at a university in Malaysia. The study included 13,200 learners at Open University Malaysia. The study used SMS to communicate to students in five dimensions: administrative support, academic support, learner motivation, self-management, and learning activities. The study showed a large acceptance of the use of SMS, many students wanting the service for their other courses as well. The big issue is whether it is worth the cost. As the authors stated, some things cannot be measure through monetary measures. Helping a student feel more connected is perhaps “priceless”.
10. McConatha, D., Praul, M., Lynch, M. (2008). Mobile Learning in Higher Education: An Empirical Assessment of a New Educational Tool. Turkish Online Journal of Educational Technology, 7. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED502236.
This study is an observation of students in a college lecture course, with a portion using mobile phones to access course information for studying and a portion using normal textbook means and notes to study. The students in the study chose their mode, which may have created a bias in the study. The results show that students with access to course information via mobile phones actually scored higher on the course exams. Perhaps the ones that volunteered to use the mobile phones were more likely to study harder than the other control group. Regardless, it can be said that the use of mobile phones to study course content is as efficient as the traditional modes. Students remarked on their ability to access information anytime, anywhere, which is a great advantage. There were, however, some issues with the hardware and software, which caused some complaints among the experimental group.
11. Motlik, S. (2008). Mobile Learning in Developing Nations. International Review of Research in Open and Distance Learning, 9. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ801096
This article discusses the potential for Asia to be the leader in m-learning. While there have been many issues with e-learning in Asia, because of the lack of infrastructure and quality online courses, there is promise with mobile learning. In Asia, all cellular devices are connected to one digital mobile network (Global System for Mobile Communications or GSM). This allows uses to download videos from pay services, which is much more efficient than the 3G system of the United States. Where only 2% of the Asian population has internet access, nearly 95% have mobile devices, making the implementation of m-learning more feasible and promising.
12. Park, Y. (2011). A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types. International Review of Research in Open and Distance Learning, 12. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ920735.
To help instructional designers and teachers successfully incorporate mobile phones into their teaching, there needs to be a pedagogical framework. Park proposes a framework that includes four categories, based on Moore’s Transactional Distance Theory. The four categories of mobile interaction are:
Type 1: High transactional distance & Socialized Mobile Learning Activity
Type 2: High transactional distance & Individualized Mobile Learning Activity
Type 3: Low transactional distance & Socialized Mobile Learning Activity
Type 4: Low transactional distance & Individualized Mobile Learning Activity
Park gives several examples for each type to help clarify the differences between the types.
13. Peters, K. (2007). m-Learning: Positioning Educators for a Mobile, Connected Future. International Review of Research in Open and Distance Learning, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ800956.
This research article interviewed several businesses, developers, and education systems in Australia to see if mobile devices were actually being used the way they were said to be being used. According to the study, PDAs and other handheld technology is being using in the business world to increase ease of communication. Mobile devices are widely used for business purposes, increasing connectedness and productivity. Education entities seem to be a bit further behind in using mobile devices for educational purposes. While some teachers and instructors are already using mobile devices, it is not as wide spread. According to the study, this may be because teachers are more reluctant to use or learn how to use these devices for instructional purposes.
14. Rekkedal, T., Dye, A. (2007). Mobile Distance Learning with PDAs: Development and Testing of Pedagogical and System Solutions Supporting Mobile Distance Learners. International Review of Research in Open and Distance Learning, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ800948.
This research study included three projects, two of which were implemented and analyzed prior to the paper. The final project was still being implemented at the time of publishing. This study took place at NKI, which is a distance education university that has an enrollment of nearly 10,000 students annually. Considering the volume of the students and their motto of “an education that facilitates individual freedom within a learning community” mobile learning seemed like an important consideration for the institution. Through the projects, the researchers discovered it was not feasible or affordable to develop a course that was completely accessible through a mobile device. Instead, courses should be designed assuming the students will access the course through both a mobile device and a computer.
15. Shih, Y., Mills, D. (2007). Setting the New Standard with Mobile Computing in Online Learning. International Review of Research in Open and Distance Learning, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ800958.
This article establishes an instructional design model for m-learning. The model focuses on sending multimedia messages, searching for web information, interacting with peers via text, voice, picture, and video, producing digital story telling products with mobile phones, and applying what they have learned in online educational gaming. There has been little research done using this model to see if it is effective. Research needs to be done to see if this model increases student motivation, learning, and engagement.
16. Stav, J., Nielsen, K., Hansen-Nygard, G., Thorseth, T. (2010). Experiences Obtained with Integration of Student Response Systems for iPod Touch and iPhone into e-Learning Environments. Electronic Journal of e-Learning, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ895706.
The name of this article is somewhat deceiving. The majority of this study involves using a SRS involving iPods or iPhones in a large, lecture type courses (not e-learning like the title implies) at HiST, a university in Norway. While SRS systems have been used in lecture course before, the cost of the handheld devices often creates issues. Therefore, this study investigates a SRS system that utilizes iPods and iPhones, of which, most of the students have already, reducing the cost. The study received positive feedback from students, stating that the SRS system motivated students to attend and participate in lectures more often. This system was also tested in courses that utilized one-way video conferencing delivery. The SRS system allowed the students at the receiving end of the conferencing to ask questions, in real-time, to the lecturer on the other end. Perhaps this experience was the e-learning part of the title.
17. Traxler, J. (2007). Defining, Discussing, and Evaluating Mobile Learning: The Moving Finger Writes and Having Writ... International Review of Research in Open and Distance Learning, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ800946.
Traxler seeks to define m-learning based on the learner’s experiences, not on the device used to learn. He states that learning with mobile devices allows the learner to access information “just in time, just enough, just for me”. Learners are using devices that they carry habitually to access information at the time the information is needed. This can be considered m-learning. He also discusses how mobile devices could open opportunities for personal, situated, and authentic learning. However, little research has been done evaluating the outcomes of m-learning. Evaluating these outcomes comes with challenges involving epistemology and ethics.
18. Valk, J., Rashid, A., Elder, L. (2010). Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia. International Review of Research in Open and Distance Learning, 7. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ881581.
This article synthesizes 6 research studies in developing countries to determine if mobile devices could be used to educate those without the means of accessing a traditional education. The studies are examined to see if learning using mobile phones is the same, if not better, than learning in a traditional classroom setting. Results indicate that this may be a successful alternative to traditional education, especially for those that cannot get access to a traditional education. While there is still issues with the hardware and software of the devices, the studies help to provide useful information towards what needs to be improved with the devices to further advance the concept of m-learning.
19. Yousuf, M. (2007). Effectiveness of Mobile Learning in Distance Education. Turkish Online Journal of Distance Education, 8. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED499346.
This was a study completed in Pakistan, investigating the attitudes and preferences of students regarding mobile learning. Like many of the other studies, this used a survey or questionnaire with a five-point Likert scale. The results showed positive responses regarding the use of mobile phones in distance education classes. Students agreed that mobile devices provided new learning opportunities in distance education courses, offered a more flexible learning environment, and enjoyed receiving quicker feedback on projects. Overall, students felt that mobile devices increased communication and feedback.
20. Zawacki-Richter, O., Brown, T., Delport, R. (2009). Mobile Learning: From Single Project Status into the Mainstream? European Journal of Open, Distance and E-Learning. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ911760.
This research study surveyed several faculty members at several institutions throughout the world (the majority from Africa, Canada, Great Britain, and Germany). Based on the responses, it can be concluded that currently the use of mobile devices in higher education programs is fairly low. But, the majority (all but one), believe that mobile technologies will the next technology to penetrate the higher education system. The majority believed the new technologies may impact how students learn, however learning theory will remain relatively the same. In order for mobile learning to go mainstream, there needs to be an acceptance among institutions, faculty, and students that mobile learning can impact learning. It is believed that mobile learning can impact communication between all parties involved in the learning process.